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Grand Challenges is a family of initiatives fostering innovation to solve key global health and development problems. Each initiative is an experiment in the use of challenges to focus innovation on making an impact. Individual challenges address some of the same problems, but from differing perspectives.

Saurabh Agarwal of Deeper Learning Innovations Private Limited in India will build an interactive, digital teaching platform using advanced data analytics and artificial intelligence algorithms to enable teachers across the globe to more effectively teach life skills to every child. Teaching standards in developing countries suffer from limited access to quality content, restricted teaching methods for teachers, and a lack of ways to transfer knowledge and skills to other teachers and parents. Life skills such as problem solving and communication that are needed to address 21st century challenges such as health, wellness, and gender equality are far better learned by experience and reflection, rather than reading and lectures. They will build the platform and incorporate life skills modules designed by learning experts and teachers containing multi-lingual and contextualized content for global access, a teacher's discussion forum, and a module designed by teachers to help parents support their child's education. The goal is to make the platform freely available and accessible to all teachers across the globe.

Anisur Rahman of the Matlab Health Research Centre at the International Centre for Diarrhoeal Disease Research, Bangladesh (ICCDR,B) will lead a prospective cohort study of pregnant women, building on the ICDDR,B community-based surveillance site, to enroll more than 4,000 pregnant women over three years. His team will visit women monthly at their homes for early identification of pregnancy, followed by accurate gestational age dating by ultrasound and follow up throughout pregnancy and at delivery for collection of clinical data and specimens. The study includes standardized systems for documentation of complications of pregnancy and assessment of birth outcomes. Data and specimens will be used to advance innovative research into the causes of preterm birth and identify novel strategies for prevention.

Hans BrunnerValue Spring Technology, Inc.New York, New York, United States

Grand Challenges

Teaching and School Leadership

1 Nov 2018

Hans Brunner of Value Spring Technology, Inc. in the U.S. will build and test an artificial intelligence (AI) tutor to teach the scientific method and critical thinking skills to individual students at their pace and level. All children learn differently but one-on-one lessons are often prohibitively expensive or unavailable. To address this, in collaboration with two non-profit teaching institutions, they will adapt their AI software for education, and build and train an AI tutor, Ali. Ali will be designed to produce natural sounding language to engage students in conversation involving open-ended questions and answers that stimulate critical thinking, which is based on the Socratic method. Students will be taught at their own pace and level of understanding, and Ali will be built to ensure each topic is fully understood before starting the next. They will engage teachers to test and critique their AI tutor approach and to evaluate its teaching performance.

Yen Verhoeven of the Paragon Learning Research Group in the U.S. will create a digital platform for massive open online courses (MOOCs) and a supportive online community of professionals for kindergarten to sixth grade teachers to transform their teaching practices and bring STEM and 21st century skills to their schools. MOOCs were developed as a means to provide free education to everyone. However, their content is typically restricted to videos and reading with little interactive learning, which is inadequate for teaching life skills such as critical thinking and creativity. And encouraging teachers to adopt new teaching practices requires additional professional support from peers and mentors. To address these issues, they will work with teachers and teaching experts to formulate a new MOOC design containing a variety of instructional resources and free professional development classes and develop a beta version of the online community platform. They will evaluate the course by teaching it to local K-6 teachers and gathering feedback to refine the content.

Alpha Sennon of WHYFARM in Trinidad and Tobago, along with Wainella Isaacs, Candace Charles-Sennon, Luke Smith, George Caesar, Akinola Sennon and their partners at TECH4Agri, will engage young people, who are the future feeders of 2050, in agriculture, and develop their knowledge and skills so that they can promote sustainable agriculture and improve food security in Trinidad and Tobago. They will implement four related projects in which participants can win cash prizes. These projects include an eight-week training course for ten professionals aged 18 to 30 that provides mentorship and skills to help develop their business plans, tours of ten primary schools with a local youth theater production company to teach nine to eleven year olds about the nutritional and economic value of baigan (eggplant), including a competition to design their own superheroes and nutritious snacks, and focusing their Agricultural Fun, Museum and Food Factory Park for the under 30's to teach visitors about food and local agricultural products using educational games. They will evaluate each project using surveys and metrics such as numbers of participants and related activity on social media.

Henry May of Coschool in Colombia will develop an integrated teaching course including in-person boot camps, mobile learning, and online communities, to equip teachers with advanced skills and tools to promote the wellbeing of themselves and their schools and communities. Teaching 21st century skills can help bridge the wide achievement gap between urban and rural communities in Colombia, and also help peace building in post-conflict territory. Their method focuses on five skills: growth mindset, self-awareness, empathy, critical thinking, and grit. To promote teaching of these skills, they have designed an integrated course that involves a six-hour boot camp for effective face-to-face teaching of large numbers of teachers; a twenty-hour course on a mobile, gamified platform; and monthly webinars for small groups with workshops and interactive learning. They will create the new course content and evaluate it by running the program over nine months with 1,000 teachers in five regions in Colombia.

Lucy Kathuri-Ogola of Kenyatta University in Kenya will train young people to be outreach youth champions to support local smallholder farming households with low food security in Kenya by teaching them new agricultural practices and building financial and social support networks. They will develop a mobile phone application and training platform and test their approach in selected rural and urban areas in Kenya where many smallholder farming families rely heavily on food relief. Sixteen young people who are leaving university will be recruited as outreach youth champions and intensively trained over three weeks on best agricultural practices, and financial and support services such as farmer saving groups. The trained youths will then each go back into their own communities and work with ten households to improve overall social and economic status. They will use surveys to evaluate the effect of their approach on food security.

Sara-Christine Dallain of iACT in the U.S. will train refugee men and women to become skilled and empowered teachers who deliver early childhood care and education to support the social-emotional, cognitive, and physical development of children in refugee camps. Over 11 million children have been forced to flee their homes, challenging their ability to reach their full potential. Many lack the tools needed to adapt to the uncertainty of their present and future. Their program, Little Ripples, is a refugee-led, culturally-inspired, and cost-effective early childhood education program. It provides training for teachers to incorporate skills of empathy, leadership, teamwork, and creative problem-solving when teaching pupils to create an environment that fosters peace, imagination, and connection-to-culture for refugee children. The curriculum has been developed by experts and is adaptable to different contexts, and the program can be led and expanded to other regions by the teachers themselves. They will implement and test their program in refugee communities in eastern Chad, Cameroon, and Greece to evaluate the impact on refugee children.

Alizée Lozac'hmeur of Makesense in Paris will develop online mobile and web applications and provide opportunities to engage with experts and funders as part of a tailor-made approach to help young people learn about and solve the health and social issues that matter to them. They will integrate their digital platform, where participants can register their details and issue of interest, with a project database and events calendar to promote collaborations. Users will receive inspiration and advice and be informed of relevant opportunities by frequent emails or mobile phone messages to help them reach their goals. They will integrate the digital services, build a network of community organizers, and launch a marketing strategy to test their approach in France for engaging young people who are interested in solving a specific UN Sustainable Development Goal (SDG).

Romeo Rodriguez of World Possible in the U.S. will use their massive open online courses (MOOC) to provide teachers with advanced practical skills and tools such as inquiry, teamwork, and self-directed learning, to transform teaching and improve student performance in developing countries. The online course also works offline using their low-cost community hotspot. They will implement the courses over twelve months across 15 offline public middle schools in Guatemala and evaluate its impact on teaching methods and whether this can be enhanced by offering additional three-day in-person training. They will also partner with the Ministry of Education and a respected local university to create a digital certification to further motivate teachers to take the course.

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